Day Two Outcomes
• Engage with research into reading communities
• Explore reading strategies in detail
• Strengthen the use of rich texts to improve
engagement, reading development, vocabulary,
grammar and writing
• Explore classroom use of non-fiction texts to improve
writing
• Share ideas & quality texts with colleagues and begin
to embed strategies into your own planning
Gap Task Follow-up
Refer to your reading of the takeaway article Teachers
as readers: building communities of readers
In groups, create a summary of what the reading
culture in our classrooms could/does/will look like.
Include THREE KEY POINTS and THREE POSSIBLE
ACTIONS (to be given to Literacy Leads).
search for particular information
make a picture in your head
glance through to get the gist
ask questions
put yourself in a character's shoes
notice clues and think about what they might mean
guess what might happen next
skim
scan
visualise
empathise
predict
question
infer and deduce
find links, patterns and connections
read backwards and forwards
evaluate
analyse
interpretexamine and explore with evidence
draw together knowledge from different
areas to produce a new idea
assess and make judgements
synthesise
explain meaning as you see itsummarise
briefly convey the main points
contextualise
reference
select relevant quotations to support a view
apply prior knowledge
2016-18 KS2
English reading
domain mark
allocation
2016 10 15 1 18 3 1 2 0
2017 10 14 2 22 0 1 1 0
2018 10 13 3 22 0 0 0 2
What is a rich text? A more challenging read than any reader in the class would access independently
Bears and rewards re-reading
Demonstrates the writerly choices that children will be making
Offers a range of grammatical, structural and language features worth exploring with the target
class
Can be complemented by other texts (poetry, non-fiction) to create a full reading experience
Enjoyable by teacher
Meets the needs of the class – chosen to engage and enthuse your specific class at that moment.
Delivers reading for pleasure.
Reflects ‘big issues’ and prompts discussion of a range of social, cultural and historical
questions
Provides multiple opportunities for writing in a range of genres
May link to the learning journey or topic (but don’t make the book a slave to the topic)
May offer engagement with the author – in person or via social media
The Teacher’s Reading of the Text
Stage 1 – orientation and engagement
Identify possible pre-reading activities:
to tune learners in, create context,
develop engagement, ownership and
curiosity.
Think about the advantages of spending
several lessons / days before looking at
the text.
What can you see?
What can you infer?
What questions would you like to ask?
What do you predict will happen?
Text Crunch…
curious dove imagination Collecting words:
emerged battered vanished
grand emporium sparkled
wonders jostled mysterious
intricate enchanted spectacle
The Teacher’s Reading of the Text
Stage 2 – planning for effective reading
Be alert to opportunities for reading skills to be applied.
For example:
Would this be a good passage to apply empathising?
Does this section require strong visualising skills?
How would reading this part be enhanced by pattern-spotting?
What summarising opportunities could be exploited?
Is this an extract that supports inference development?
Daniel’s shoulders sagged. He closed his eyes and breathed deeply. The air was infused with the jumbled perfume of furniture polish and dust, and something like melting chocolate. Then he opened his eyes, and for the first time became fully aware of his surroundings.
The shop was a cave of wonders. Everywhere he looked, Daniel saw something he wanted to pick up, to hold, to have as his own. Silver and gold and crystal gleamed and sparkled in the light of a spitting fire. Intricate wooden clocks and mirrors of varying size and splendour covered the walls. Tiny fish flashed like bars of copper in a glass tank. There were porcelain dolls and wooden soldiers; rusted swords; stuffed animals; columns of books as high as the ceiling; jewels that seemed to glow with a silvery light. A stuffed polar bear sat in one corner, eyeing the shop like a watchman. Even particles of dust, caught in abar of sunlight, seemed to glow like stars.
The Teacher’s Reading of the Text
Stage 3 – getting ready to embed grammar
Notice the writer’s choice of grammatical features. For example, be aware of:
noun phrases in descriptive passages
adverbials in scene-setting passages
multi-clause sentences in action sequences
simple sentences to build tension or for emphasis
modal verbs in persuasive texts or internal monologue
Daniel’s shoulders sagged. He closed his eyes and breathed deeply. The air was infused with the jumbled perfume of furniture polish and dust, and something like melting chocolate. Then he opened his eyes, and for the first time became fully aware of his surroundings.
The shop was a cave of wonders. Everywhere he looked, Daniel saw something he wanted to pick up, to hold, to have as his own. Silver and gold and crystal gleamed and sparkled in the light of a spitting fire. Intricate wooden clocks and mirrors of varying size and splendour covered the walls. Tiny fish flashed like bars of copper in a glass tank. There were porcelain dolls and wooden soldiers; rusted swords; stuffed animals; columns of books as high as the ceiling; jewels that seemed to glow with a silvery light. A stuffed polar bear sat in one corner, eyeing the shop like a watchman. Even particles of dust, caught in abar of sunlight, seemed to glow like stars.
Select writing challenges that build on what pupils have
done before
Ensure writing tasks are authentic and purposeful
Exploit what learners have gained from the reader
experience with the rich text
Maximise writing by zooming in during reading and
considering the whole text
Vary writing across a range of purposes and genres
The Teacher’s Reading of the Text
Stage 4 – planning writing outcomes
Daniel’s shoulders sagged. He closed his eyes and breathed deeply. The air was infused with the jumbled perfume of furniture polish and dust, and something like melting chocolate. Then he opened his eyes, and for the first time became fully aware of his surroundings.
The shop was a cave of wonders. Everywhere he looked, Daniel saw something he wanted to pick up, to hold, to have as his own. Silver and gold and crystal gleamed and sparkled in the light of a spitting fire. Intricate wooden clocks and mirrors of varying size and splendour covered the walls. Tiny fish flashed like bars of copper in a glass tank. There were porcelain dolls and wooden soldiers; rusted swords; stuffed animals; columns of books as high as the ceiling; jewels that seemed to glow with a silvery light. A stuffed polar bear sat in one corner, eyeing the shop like a watchman. Even particles of dust, caught in abar of sunlight, seemed to glow like stars.
The Teacher’s Reading of the Text
Stage 5 – designing the learning
From the menu of activities generated by stages 1-4, select
those that match the reading and writing needs of your class.
The key elements of formative assessment:•A learning culture, where pupils have self-belief and know how to learn and teachers have high expectations and belief that all pupils can succeed•Pupil involvement at the planning stage•Pupils knowing learning objectives and co-constructing success criteria•Discussion about what excellence looks like•Effective questioning•Talk partners and classroom discussion•Effective self, peer and teacher feedbackShirley Clarkewww.shirleyclarke-education.org/what-is-formative-assessment/
1. Choose appropriate text. Conduct a ‘teacher’s reading’ of the text to find out
what opportunities it offers.
2. Select reading and writing and GPS objectives relevant to pupils’ needs.
3. Plan text introduction / immersion / engagement / pre-reading and
vocabulary activities
4. Modelling and scaffolding of reading to understand writer’s choices linked to
purpose, including GPS
5. Independent reading (application of reading skill, including GPS)
6. Demonstrate writing skills linked to purpose including GPS through
modelling and scaffolded approaches
7. Independent writing for purpose (application of writing skill, including GPS)
8. Evaluate writing against purpose including GPS: effect on reader?
9. Next steps
Suggested Teaching Sequence for a reading – writing model
Using learning objectives to make
a grammar sandwich
Reading: We are learning how Roald Dahl uses
noun phrases to describe character to help
the reader visualise
Grammar: We are learning the elements of a
noun phrase
Writing: We are learning to use noun phrases
to create a character in writing to entertain
We are learning about how writers use
noun phrases to describe characters
so that we can use noun phrases to
create vivid characters for our readers
Ensuring learning has purpose.
So what? So that…
We are learning to… so that…
We are asking questions about a text so that we can suggest what the clues in the text mean
We are learning about how writers use nouns to create visual picture so that we can make visual pictures in our narrative writing
We are investigating how a writer creates a busy atmosphere so that we can write descriptions of a busy place in our writing to entertain
We are learning to identify how a writer persuades readers so that we can use persuasive techniques in campaign writing
We are reading lots of books by the same author so that we can analyse what is similar and what is different and write our own story in that style.
NOT… We are learning to use commas to separate clausesso that we can prove that we can use commas to separate clauses…
Exploring Reading Evidence
How wide is our range of reading evidence?
Do we define ‘reading’ too narrowly?
Are we assessing children’s responses to a range of fiction and non-fiction, poetry, film and plays?
Do we have sufficient evidence to make a judgement?
‘Teachers should avoid excessive evidence gathering. The frameworks make clear that … teachers may consider a single example of a pupil’s work to provide evidence for multiple statements. A teacher will, of course, see multiple statements evidenced across a collection of work.’
(p10, 2018 Teacher Assessment Guidance: key stage 1 and 2)
Reading Evidence
LunchThere was a jug of creamy milk for the children and a great big lump of deep yellow butter in the middle of the table from which everyone took as much as he wanted to go with his potatoes, and all the children thought - and I agree with them - that there's nothing to beat good freshwater fish if you eat it when it has been alive half an hour ago and come out of the pan half a minute ago. And when they had finished the fish, Mrs Beaver brought unexpectedly out of the oven a great and gloriously sticky marmalade roll, steaming hot, and at the same time moved the kettle onto the fire, so that when they had finished the marmalade roll the tea was made and ready to be poured out.
The Lion, the Witch and the Wardrobe
C. S. Lewis
Reptiles
• What makes a reptile different from a mammal or amphibian?
• What does cold-blooded mean? Does this help the reptile?
• If snakes haven’t got very good eye sight, how do they hunt?
• Dinosaurs were reptiles! What’s the biggest reptile on the planet now?
CONNECTYou make connections between this text, your life or other texts you have read.
MONITOR & CLARIFYYou monitor your understanding of a piece and use key strategies to clarify anything you don’t understand.
You think of questions you would like to ask about a text to improve your understanding
You summarise the main points or events of a piece of writing.
SUMMARISEQUESTION
Reading non-fiction
1. Sentence/section at a time
2. Stop and clarify
3. Ask questions
4. Summarise
5. Re-read?
6. Summarise
LO: I can answer retrieval questions in a non-fiction text.
TASK 1: SKIM & SCAN
Your first task is to skim and scan the pages to find the following words or phrases. You have
5 minutes. Highlight them as you find each one. GO!
biomes camouflage Charles Darwin migrate
waxy leaves 35 gallons fog-basking beetle predators
Emperor penguins oxygen chemical in their blood stems
habitat Antarctic toothfish
breed DID YOU KNOW?
swimming mammals offspring Desert honey ants
In your book write:
SKIMMING AND SCANNING SCORE _____ / 20 in 5minutes.
TASK 2: VOCABULARY
Which words did you know and not know?
Keep the Glossary open in front of you as we read the non-fiction pages properly now. Each
time we get to a word in bold, we will look at the definitions and write some down.
TASK 3: Retrieval Questions
Answer the following questions in your book.
Pages 6/7
1.) When habitats are grouped together, what are they known as?
2.) Name two continents with huge areas of desert plants
3.) What do plants use to make their own food?
4.) Name 5 things plants and animals need to survive.
5.) What was Charles Darwin the first person to do?
True False
Reptiles have dry, scaly skin. All reptiles live in warm places.Crocodiles are the only reptiles that live in the water. All reptiles lay eggs. The shells of turtles and tortoises can protect them from bad weather.
Questions 1-9 are about page 297 - 299
Using information from the text, put a tick in the correct box to show whether each statement is true or false.
Year 6 Reptiles Spring 1
Key Features of Reptiles
Lay eggs Some give birth
to live young
Scaly skin Cold-blooded
Groups of Reptiles
Key Features Habitats Examples (not to scale)
Turtles and
Tortoises
• Evolved at the same
times as the dinosaurs
• Strong shells provide
protection but weigh
them down
• Tortoises live on
land
• Turtles spend most
of their time in
water.
Tuataras • Primitive lizard-like
reptiles
• Flourished 200 million
years ago
• Only two species now
survive
• Can now only be
found on a few
small islands in New
Zealand.
Crocodilians • The most powerful
reptiles
• Includes: crocodiles,
alligators, gharials and
caimans
• Large, armoured
predators
• Hunted dinosaurs
• Adapted for hunting
in shallow waters
• Found in Africa,
Asia, North America
and South America.
Lizards • Biggest group of reptiles
• Range in size
• Most have four legs and a
tail but some are legless
• Most eat smaller animals,
a few, are plant-eaters.
• Prefer warm
climates but can be
found on all
continents except
Antarctica.
Snakes • Evolved from lizards
• specialized jaw
arrangement for
swallowing prey whole
• Some snakes are
venomous
• Prefer warm
climates but can be
found on all
continents except
Antarctica.
Key Vocabulary
species A group of living things consisting of similar
individuals capable of exchanging genes or
interbreeding.
vertebrates Animals with a backbone (spine).
cold-blooded Because reptiles are cold blooded they rely on the
Sun for energy, not food. As a result of this, reptiles
can survive on far less food than mammals.
basking Because they are cold-blooded, reptiles have to
spend hours in the Sun to warm up. This is known as
basking.
prehistoric The period of history before written records.
adaptations The process by which animals and plants change so
that they better suit their environment.
camouflage A way of hiding something so that it looks like its
surroundings.
streamlined The ability to move through water or air with little
resistance.
ambush A surprise attack by people lying in wait in a
concealed position.
Classification of Animals (vertebrates)
Reptiles Amphibians Fish Mammals Birds
Writing Reports
Sentence Types:
Use subordinating conjunctions in the middle of sentences,
Badgers can dig well because they have sharp claws
Use subordinating conjunctions to join clauses, including as
openers,
Because they are cold-blooded, komodo dragons only need to eat once
a month.
Use expanded noun phrases which inform,
with fierce claws and elongated teeth
Use relative clauses to add further detail
Snakes, which have poor eye-sight in the day, can hunt at night.
Use commas to separate items in a list,
The reptile family includes crocodiles, snakes, lizards, tortoises and
turtles.
Text Features:
Paragraphs used
to group related
ideas
Subheadings to
label content
Non-Fiction GPSAdverbials Conjunctions Punctuation
• meanwhile
• at first
• after
• furthermore
• despite
• as a result
• consequently
• due to
• when
• before
• after
• while
• because
• if
• although
• as
• Use brackets or dashes to explain technical vocabulary
• Use semi-colons to punctuate complex lists, including
when using bullet points
• Use colons to introduce lists or sections
• Use brackets or dashes to mark relative clauses
• Secure use of commas to mark clauses, including opening
subordinating clauses
• Begin to use colons & semi-colons to mark clause
Conjunctions - because, so,
Adverbs - therefore, consequently, as a result,
Phrase - which means
Snakes are cold-blooded so they do not have to eat as often as mammals.
Because snakes are cold-blooded, they do not have to eat as often as mammals.
Snakes are cold-blooded; consequently, they do not have to eat as often as mammals.
• Snakes are cold-blooded.
• They do not have to eat as often as mammals.
Explanation sentences
Conjunctions - but, although, unless, except, if,
yet, even though, Adverb - however
Some snakes do not have very good eyesight; however, they are excellent hunters.
Some snakes do not have very good eyesight but they are excellent hunters.
Although snakes do not have very good eyesight, they are excellent hunters.
Changing direction
• Some snakes do not have very good eyesight.
• They are excellent hunters.
Pack 1
colossal
coarse
gestation
grind
wades
Pack 2
vertebrate
born
milk
bristly
chambered
Pack 3
pillar-like
vibrations
memory
toenails
savannah
Pack 4
tusks
ivory
huge ears
10 tonnes
threatened
Workshop planning and takeaway task
1. Choose a selection of complementary texts (poetry, non-fiction, other fiction extracts) to support learning that will be driven by the core rich text
2. Identify cross-curricular opportunities as appropriate
3. Complete a teacher’s reading (stages 1 – 4) of the core rich text
4. To the next session: bring your full menu of teaching ideas for the rich text
References & further reading
Shirley Clarke website
https://www.shirleyclarke-education.org/what-is-formative-assessment/
EEF Evidence Summary on Reading Comprehension Strategies: https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=160&t=Teaching%20and%20Learning%20Toolkit&e=160&s
EEF Improving Literacy in KS2 – guidance report: https://educationendowmentfoundation.org.uk/public/files/Publications/Campaigns/Literacy/KS2_Literacy_Guidance_2017.pdf
Information on guided oral reading
http://www.readingrockets.org/article/what-guided-oral-reading
2016 teacher assessment exemplification: end of key stage 2 Reading: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/515362/STA-Ex2016-KS2-ER-ES.pdf
2018 teacher assessment guidance: key stage 2: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/657903/2018_KS2_teacher_assessment_guidance_for_schools_and_local_authorities.pdf